LS1: All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations and species)
LS1(5-8)-2: Describe or compare how different organisms have mechanisms that work in a coordinated way to obtain energy, grow, move, respond, provide defense, enable reproduction, or maintain internal balance.
LS2 (5-8)-5: Using data and observations, predict outcomes when abiotic/biotic factors are changed in an ecosystem.
National Standards:
Context of Lesson:
Overview of lesson, including: where it fits in unit, what are key ideas and what will students be doing.
Opportunities to Learn:
Depth of Knowledge
Prerequisite Knowledge
Plans for Differentiating Instruction
Accommodations and modifications
Environmental factors
Materials
Objectives:
Instruction:
Opening:
Have three plants set up in front of room. One that is mostly wilted, one that is wilting and one that is vibrantly green and alive.
Think pair share. Ask students why each plant is the way it is and provide an explanation.
Engagement:
Discuss as a class, making a list on the board of their ideas. Monitor prior knowledge and question misconceptions that arise.
Teach mini-lesson on photosynthesis, including diagram. Emphasize importance of sun, water and chlorophyll.
Assign one plant each (mostly wilted, wilted, alive) to three groups. Have the students create a plan to revive or sustain their assigned plant.
Requirements for plan include environment for plant to grow in, daily needs, and how they will keep track of change (positive or negative).
Closure:
Each group shares their plan with the class and why they think their plan will be successful based on what they learned during the mini lesson.
Assessment:
Continuous assessment on group work and class discussion.
Lesson Plan
Lesson Title:
State Standards: GLEs/GSEs
LS1: All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations and species)LS1(5-8)-2: Describe or compare how different organisms have mechanisms that work in a coordinated way to obtain energy, grow, move, respond, provide defense, enable reproduction, or maintain internal balance.
LS2 (5-8)-5: Using data and observations, predict outcomes when abiotic/biotic factors are changed in an ecosystem.
National Standards:
Context of Lesson:
Overview of lesson, including: where it fits in unit, what are key ideas and what will students be doing.Opportunities to Learn:
Depth of Knowledge
Prerequisite Knowledge
Plans for Differentiating Instruction
Accommodations and modifications
Environmental factors
Materials
Objectives:
Instruction:
Opening:
Have three plants set up in front of room. One that is mostly wilted, one that is wilting and one that is vibrantly green and alive.Think pair share. Ask students why each plant is the way it is and provide an explanation.
Engagement:
Discuss as a class, making a list on the board of their ideas. Monitor prior knowledge and question misconceptions that arise.Teach mini-lesson on photosynthesis, including diagram. Emphasize importance of sun, water and chlorophyll.
Assign one plant each (mostly wilted, wilted, alive) to three groups. Have the students create a plan to revive or sustain their assigned plant.
Requirements for plan include environment for plant to grow in, daily needs, and how they will keep track of change (positive or negative).
Closure:
Each group shares their plan with the class and why they think their plan will be successful based on what they learned during the mini lesson.Assessment:
Continuous assessment on group work and class discussion.Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: